Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Lucy H. Eddy"'
Autor:
Lucy H. Eddy, Nick Preston, Shania Boom, Jessica Davison, Rob Brooks, Daniel D. Bingham, Mark Mon-Williams, Liam J. B. Hill
Publikováno v:
PLoS ONE, Vol 19, Iss 2 (2024)
Externí odkaz:
https://doaj.org/article/9fffc6ba331b464f8468ec426560619e
Autor:
Lucy H Eddy, Nick Preston, Mark Mon-Williams, Daniel D Bingham, Jo M C Atkinson, Marsha Ellingham-Khan, Ava Otteslev, Liam J B Hill
Publikováno v:
PLoS ONE, Vol 16, Iss 4, p e0250002 (2021)
BackgroundA large proportion of children are not able to perform age-appropriate fundamental movement skills (FMS). Thus, it is important to assess FMS so that children needing additional support can be identified in a timely fashion. There is great
Externí odkaz:
https://doaj.org/article/b891cbf8d8fd498eba05baa4066f15e9
Autor:
Lucy H Eddy, Daniel D Bingham, Kirsty L Crossley, Nishaat F Shahid, Marsha Ellingham-Khan, Ava Otteslev, Natalie S Figueredo, Mark Mon-Williams, Liam J B Hill
Publikováno v:
PLoS ONE, Vol 15, Iss 8, p e0237919 (2020)
BackgroundFundamental Movement Skills (FMS) play a critical role in ontogenesis. Many children have insufficient FMS, highlighting the need for universal screening in schools. There are many observational FMS assessment tools, but their psychometric
Externí odkaz:
https://doaj.org/article/b54a0f53aed44059a555348b1b7e3dd5
Publikováno v:
Memory & Cognition
Across the lifespan the ability to follow instructions is essential for the successful completion of a multitude of daily activities. This ability will often rely on the storage and processing of information in working memory, and previous research i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::541f5976cc5c31e9c3e459e7c5cc805f
https://doi.org/10.3758/s13421-019-00978-6
https://doi.org/10.3758/s13421-019-00978-6
Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers
Autor:
Mark Mon-Williams, Nick Preston, Andy Daly-Smith, Lucy H. Eddy, Daniel D. Bingham, Gareth Medd, Liam J. B. Hill
Publikováno v:
Measurement in Physical Education and Exercise Science
article-version (VoR) Version of Record
article-version (VoR) Version of Record
Background Evidence suggests that significant numbers of school children fail to acquire age-appropriate fundamental movement skills (FMS), despite the importance of FMS in facilitating participation in physical activities. This has led to calls for
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c598a2e2747aaf4d8c9934f9ffb70192
https://hdl.handle.net/11250/2786669
https://hdl.handle.net/11250/2786669
Autor:
Liam J. B. Hill, Natalie S. Figueredo, Marsha Ellingham-Khan, Lucy H. Eddy, Mark Mon-Williams, Nishaat F. Shahid, Kirsty L Crossley, Ava Otteslev, Daniel D. Bingham
Publikováno v:
PLoS ONE, Vol 15, Iss 8, p e0237919 (2020)
PLoS ONE
PLOS ONE
e0237919
PLoS ONE
PLOS ONE
e0237919
BackgroundFundamental Movement Skills (FMS) play a critical role in ontogenesis. Many children have insufficient FMS, highlighting the need for universal screening in schools. There are many observational FMS assessment tools, but their psychometric
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ca2c5f10d4ea8cd17d05e51c527390c8
https://eprints.whiterose.ac.uk/165292/1/journal.pone.0237919.pdf
https://eprints.whiterose.ac.uk/165292/1/journal.pone.0237919.pdf
Autor:
Megan L. Wood, Lucy H. Eddy, Emma Bonnick, Mark Mon-Williams, Liam J. B. Hill, Amy V Creaser, Katy A. Shire, Daniel D. Bingham
Publikováno v:
Child: care, health and developmentREFERENCES. 45(6)
Background Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d5017637683b34bafda3e26732356351
https://pubmed.ncbi.nlm.nih.gov/31329292
https://pubmed.ncbi.nlm.nih.gov/31329292